Research Trends in Media Pedagogy: Between the Paradigm of Risk and the Paradigm of Opportunity

Abstract

The use of computers, internet, and smartphones in the learning and teaching process has become an irreversible fact. Information and communication technologies (ICT) are now one of the fundamental teaching resources and even one of the principal teaching environments. The widespread use of ICT stands in positive correlation to the growing number of studies on educational aspects of the use of new media in schooling. The dynamically growing number of publications in this field requires reflection on the directions of research in the intensely developing sub-discipline of education science, i.e. media pedagogy. The aim of the article is to explore the two dominant directions of research on didactic and upbringing aspects of ICT use in education. The text presents the assumptions and processes assigned to both the opportunity paradigm and the risk paradigm of media pedagogy. These paradigms clash, giving rise to research directed at positive or negative phenomena related to the digitalization of schooling and educational processes. The text is an attempt to draw attention not only to the development of media pedagogy, but also to methodological errors resulting from anchoring research to only one trend.

Video Tutorials in Teacher Education: Benefits, Difficulties, and Key Knowledge and Skills

“…The final stage related to evaluation was linked to the online survey. The whole activity was anchored in the opportunity paradigm of media pedagogy, the main assumption of which is that new media bring a number of opportunities to increase the effectiveness of achieving teaching goals [11]. The procedure described above was designed according to the ADDIE methodology [38,39].…”

“…The article fills a gap relating to the modernisation of educational programmes oriented towards the preparation of pedagogical staff for an increasingly digitalised school through the creation and use of video tutorials. The study also attempts to show the complexity of the process of shaping digital competence from academic courses in media pedagogy [11,12]. The study is part of the discussion on the creation and use of digital edtech by future teachers, with the assumption being that these future teachers belong to the generation whose adolescence coincided with the intensive development of the information society [13].…”

Sexting, fear of missing out (FOMO), and problematic social network use among adolescents

“…The present research is part of an attempt to reveal the interdependence between two phenomena assigned to the risk paradigm of media pedagogy (Tomczyk, 2021). The study considers only two phenomena that are subtypes of problematic Internet use.…”

How are teachers being attacked online? On cyberbullying and cyberaggression that targets school educators from the student’s perspective

“…Among the different types of problematic situations mediated by new media, there are several qualitative (Dennehy et al, 2020) and quantitative research findings (González Calatayud et al, 2016;Kopecký, 2016;Pyżalski et al, 2019) as well as metaanalyses (Chun et al, 2020) that demonstrate the scale and mechanisms of harm inflicted through information and communication technologies (ICTs). Currently, representatives of the risk paradigm of media pedagogy (Tomczyk, 2021) are conducting much research in the field of cyberbullying and cyberaggression not only to understand the phenomena, but also to create preventive programs to combat such problems (González Sodis & Leiva Olivencia, 2023;Siddiqui & Schultze-Krumbholz, 2023;Torgal et al, 2023). However, most of the…”